Air Safety — Instructor Stress

Flight Instructor Training

Understandably, novice flight instructors found their work more stressful than did the more senior instructors. A common stressor identified by relatively inexperienced flight instructors was having to deal with students who were experiencing learning problems. Novice instructors felt that they did not have the depth of knowledge or the experience to identify learning problems or to find adequate solutions to students’ problems. The great majority indicated that their training had not prepared them to cope with students who encountered difficulties in learning. Many reported that fault analysis and “how to handle learning problems” had not been covered adequately during their flight instructor training.

Career Development

The great majority of flight instructors who were surveyed reported that the lack of job security was a constant stressor, particularly with the current high unemployment rate. The fact that flight instructing is regarded as the bottom rung in the aviation industry was also identified as a source of stress. This lack of status or lack of recognition accorded to the job of flight instructing affects self-esteem and dedication. Several instructors pointed out that their teaching environment is seldom conducive to effective learning and that ab initio flight training is probably the most demanding level at which to teach, much more challenging than the level at which a check and training captain teaches, for example. Yet, the check and training captain is much more highly regarded in the aviation industry and definitely earns a better salary. Because of poor working conditions, unattractive salaries and low status, many see flight instructing, not as a career, but only as a stepping stone to better paying and more prestigious airline jobs. Flight instructing is not regarded as a serious career choice. In fact, some indicated that “flight instructing is not a career option, if one wants to live above the poverty line”. As a result, some do not invest as much effort into flight instruction as may be needed.

The Nature Of The Work

Most of the stressors identified by flight instructors related directly to the nature of the work of flight instructing. Over 90% of the relatively inexperienced flight instructors found it very stressful to determine how far to let students go when they are having problems. That is, to know the fine line of when to ‘take over’ from a student, especially on short final or during the flare or a go-around or shortly after takeoff. As one instructor stated: “If you take over too early, students may lose the benefit of recognising their errors or of seeing the results of their incorrect actions. Yet, if you wait too long, you may not be able to recover safely”. Over half of the novice instructors said that sending a student with a senior flight instructor for progress checks, presolo checks or preflight test checks was very stressful. They felt that if the student performed poorly it would reflect on their teaching ability. “I find that one of the major sources of stress is the responsibility of getting students to testing standards and then recommending them for a test”, noted one instructor. At least half of the novice flight instructors indicated that they experienced “self induced” stress because they did not want to perform poorly in front of their students. One instructor stated: “Their landings are not working out, so you have to redemonstrate for them and there is a tremendous amount of pressure to demonstrate a faultless landing”. The lessons or sequences identified most often as stressful were those associated with high workload or involving critical stages of flight, such as flaring, practice engine failures, asymmetric circuits, IFR approaches, and limited panel instrument practice. Most flight instructors who taught students of a non-English speaking background found language barriers added to their workload and created additional stress. Many indicated that they found sending these students solo, especially at a controlled airport, to be particularly stressful. Well over 90% of the flight instructors surveyed reported that they experienced stress due to time pressures in the air. Flight instructors teach in a dynamic (operational) environment; they are often time limited because of safety considerations. This can create a tremendous amount of stress. Many also felt they did not have enough flexibility with bookings. “Some students have problems and would require more time for some lessons, yet you have to end the lesson because you know you have another booking”. At least half of the flight instructors indicated that they became more easily frustrated or impatient with difficult students, such as those who experienced learning problems, or students who were unprepared or obnoxious.

The Working Conditions And Environment

A very common stressor among flight instructors was their financial plight. The salary of flight instructors is usually poor and/or irregular. Many instructors deplored the fact that in most instances they were paid only for flying time, yet many felt that they needed to spend a fair amount of time on the ground with students or were expected to do so by their employer but were not paid for that time. Most indicated that for each hour of flying they could add at least one extra hour on the ground for which they were not being paid. Alternatively, if it was factored into the amount they were paid for their flying time, it meant they were paid very low hourly rates. Some instructors expressed concern about flying conditions at certain schools indicating that they felt pressured (by management or through peer pressure) to fly aircraft of questionable serviceability and maintenance, or felt compelled to fly in marginal or poor weather conditions. Some also felt pressured to exceed duty and flight time limitations. Instructors indicated that they felt additional stress during the middle of the summer when temperatures are very high. Both students and instructors have to endure extreme heat in poorly ventilated aircraft in addition to having to deal with poor aircraft performance and turbulence. Instructors said that in very hot conditions students found it hard to concentrate and their performance generally deteriorated which imposed a higher workload on the instructor, hence increased the stress level. A common stressor identified by the participants in this survey was the pressure to get the student through, that is, to have the student finish the training in the minimum time and at the minimum cost. Well over half of the instructors surveyed mentioned that having to renew their flight instructor rating every year or every two years added to their stress because their livelihood depends on that test. Some also felt that the requirement to present a long briefing was unrealistic because the only time they conducted long briefings was for their flight instructor test and renewals. As one instructor noted: “You don’t have the time to give long briefings once you’re in the industry and you’re not paid to be on the ground”. Notwithstanding all the above, many indicated that they enjoyed instructing and they felt that their role as a flight instructor was of crucial importance. We agree and feel that civil flight instructors need to be given much more credit for their contribution to the aviation industry. In the May 1988 issue of Aviation Safety, William Kershner wrote: “If I had my way the really committed flight instructor would make $100,000 a year. I think he is infinitely more valuable than an airline pilot, because teaching is what it’s all about”. Isn’t that the truth! Ab initio flight instructors are the foundation of the aviation training system. It all starts with them. This Air Safety column was based on research from the University of Newcastle, Australia by the authors.